Book B - Perfection Learning

®B

ook B

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Perfection L

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®

Perfection Learning ® Corporation1000 North Second Avenue,

P.O. Box 500 Logan, Iowa 51546-0500

perfectionlearning.com

Printed in the U.S.A.

#79851–2

Vocabu-Lit® is an effective, easy-to-use program for grades 2 to 12 that uses passages from contemporary

and classic literature to teach vocabulary.

Book B• 144 targeted vocabulary words

• Multiple activities for each targeted word, including

using context cluesfinding dictionary meaningsinferring meaningrecognizing word associations and relationshipsusing targeted words in new contextsword play

• Review lessons in the student book

Perfection Learning®

Vocabu-Lit®

Building Vocabulary Through Literature

Teacher Guide

Book B

Acknowledgments

From Alexander and the Wind-Up Mouse by Leo Lionni, copyright © 1969 by LeoLionni. Copyright renewed 1997 by Leo Lionni. Used by permission of Alfred A. Knopf,an imprint of Random House Children’s Books, a division of Random House, Inc.

From Clyde Monster by Robert L. Crowe, copyright © 1976 by Robert L. Crowe, text.Used by permission of Dutton Children’s Books, A Division of Penguin Young ReadersGroup, A Member of Penguin Group (USA) Inc., 345 Hudson Street, New York, NY10014. All rights reserved.

From Frog and Toad Together by Arnold Lobel. Copyright © 1971, 1972 by ArnoldLobel. Used by permission of HarperCollins Publishers.

From The Gardener by Sarah Stewart, pictures by David Small. Copyright © 1997 bySarah Stewart. Reprinted by permission of Farrar, Straus and Giroux, LLC.

“I Love the Look of Words (text)” by Maya Angelou, copyright © 1993 by MayaAngelou, from Soul Looks Back in Wonder by Tom Feelings. Used by permission of DialBooks for Young Readers, A Division of Penguin Young Readers Group, A Member ofPenguin Group (USA) Inc., 345 Hudson Street, New York, NY 10014. All rightsreserved.

From Manners Can Be Fun by Munro Leaf. Copyright © 1936 by Munro Leaf.Reprinted by permission of Universe Publishing, A Division of Rizzoli InternationalPublications, Inc.

From Poppleton Everyday by Cynthia Rylant and illustrated by Mark Teague. Textcopyright © 1998 by Cynthia Rylant. Illustrations copyright © 1998 by Mark Teague.Reprinted by permission of Scholastic Inc.

From Superfudge by Judy Blume, copyright © 1980 by Judy Blume. Used by permissionof Dutton Children’s Books, A Division of Penguin Young Readers Group, A Member ofPenguin Group (USA) Inc., 345 Hudson Street, New York, NY 10014. All rights reserved.

From The True Story of the Three Little Pigs by Jon Scieszka, illustrated by LaneSmith, copyright © 1989 by Jon Scieszka, text. Used by permission of Viking Penguin,A Division of Penguin Young Readers Group, A Member of Penguin Group (USA) Inc.,345 Hudson Street, New York, NY 10014. All rights reserved.

Perfection Learning®

Text © 2006 by Perfection Learning® Corporation.All rights reserved. No part of this book may be used or reproduced inany manner whatsoever without written permission from the publisher.

Printed in the United States of America. For information, contactPerfection Learning® Corporation, 1000 North Second Avenue,

P.O. Box 500, Logan, Iowa 51546-0500.Tel: 1-800-831-4190 • Fax: 1-800-543-2745

perfectionlearning.com

ISBN-13: 978-0-7891-6440-7ISBN-10: 0-7891-6440-x

5 6 7 8 9 10 PP 12 11 10 09 08 07

Table of Contents

Lesson 1 from The Golden Egg Book, Margaret Wise Brown . . . . . . . . . 2

Lesson 2 from Frog and Toad Together, Arnold Lobel. . . . . . . . . . . . . 10

Lesson 3 from Just Fishing with Grandma, Gina and Mercer Mayer . . . . 18

Lesson 4 from Why the Lion Has a Mane, Gay Russell-Dempsey . . . . . . 26

Lesson 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Lesson 6 from The Gardener, Sarah Stewart . . . . . . . . . . . . . . . . . 36

Lesson 7 from Manners Can Be Fun, Munro Leaf . . . . . . . . . . . . . . 44

Lesson 8 from Toy Fads, Beth Dvergsten Stevens . . . . . . . . . . . . . . 52

Lesson 9 “The Lady with the Alligator Purse,” Author unknown . . . . . . 60

Lesson 10 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Lesson 11 from What If You’d Been at Jamestown?, Ellen Keller . . . . . . . 70

Lesson 12 from Clyde Monster, Robert L. Crowe . . . . . . . . . . . . . . . . 78

Lesson 13 from Poppleton Everyday, Cynthia Rylant . . . . . . . . . . . . . 86

Lesson 14 from Alexander and the Wind-Up Mouse, Leo Lionni . . . . . . . 94

Lesson 15 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Lesson 16 “I Love the Look of Words,” Maya Angelou . . . . . . . . . . . . 104

Lesson 17 from The True Story of the 3 Little Pigs, Jon Scieszka . . . . . . 112

Lesson 18 from Superfudge, Judy Blume . . . . . . . . . . . . . . . . . . . 120

Lesson 19 from How Thor Got His Hammer, Norse myth . . . . . . . . . . 128

Lesson 20 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140Dictionary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Test Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

Introducing Vocabu-Lit®

Although you have probably usedvocabulary-building materials before, wethink you will agree that this program isdifferent. Using Vocabu-Lit®, your studentswill read interesting and exciting writingfrom some of the best and most famouswriters. Students will study words incontext, taking advantage of the way wenaturally learn our language. Many of theexercises in Vocabu-Lit® will help yourstudents use context clues from surroundingwords and sentences to determine a word’smeaning.

Using a variety of exercises as describedbelow, students will start out learning eightwords per lesson in Lessons 1 through 10. InLessons 11 through 20, they will be learningten words per lesson. By the end of theprogram, they should have full mastery of144 words that students of this age shouldbe able to read and use in speech andwriting.

Exercise 1: Read Each lesson begins with a selection from a

book, essay, story, or poem for the student toread. Students are encouraged to readstraight through the selection, being awareof the Master Words in bold type. As theyread the passage in Exercise 1, they willbecome acquainted with the Master Wordsin context. They might also be given verybasic instruction as to the kind of writingthey are reading in this particular passage(nonfiction, poem, myth, etc.). When theyhave finished reading the passage, be sureto take time to talk to the students abouttheir reading. Discuss the Master Wordsthey encountered and the meanings of thesewords in the passage as well as theirimpressions of the story, the characters, andthe descriptions.

Exercise 2: DefineIn Exercise 2, students will either choose

definitions or write definitions of the MasterWords in the list. In Lessons 1 through 10,students will encounter the eight MasterWords listed in alphabetical order. They willthen read two possible definitions and checkthe box next to the one used in the passage.(Occasionally, there will be only one possibledefinition, in which case that box will bemarked for the student.) In this way,students will experience how manybeginning dictionary pages are formatted—with the entry word appearing first, thenthe pronunciation, followed by the definition,and finally the part of speech. They willlearn to understand word meanings in a waythat is appropriate for students of this age.Then, in Lessons 11 through 20, they willuse the dictionary at the back of this book towrite their own simple definitions for theten Master Words in the list. This is a morechallenging task. Sometimes the word willbe a plural noun or a past-tense verb. Yourstudents may need help in understandingthat such words will be listed in thedictionary as base words, not necessarilyexactly as they appear in the passage.Again, this should help students practicetheir dictionary and word-attack skills.

Exercise 3: Fill in the BlankIn Exercise 3, students will examine

Master Words in context—looking at thesurrounding words and sentences for cluesto meaning. They will write the word thatbest fits into the context of each sentence.Reading one or two of these exercises withthe class as a whole before they beginworking independently should give eachstudent a better start.

Exercise 4: WriteExercise 4 invites students to write on

their own using the Master Wordsencountered in the lesson. This exercisevaries with each lesson. Students may beasked to fill in balloons with Master Wordsthat illustrate animals sounds. They may bechallenged to write sentences using theMaster Words. These are exercises thatinvite the students to be imaginative andexpressive while using their new words inwriting.

Exercise 5: UnderstandExercise 5 always invites students to

answer questions about what they have readin the passage that begins each lesson.Master Words are often used in thequestions presented in this exercise todeepen the students “ownership” of thesewords. Additionally, the questions help youassess students’ understanding of thecontent of the material.

Exercise 6: Various Word PracticeActivities

Exercise 6 always challenges students tothink about the Master Words in new andinteresting ways. Sometimes they may beasked to complete analogies (Make WordRelationships). Sometimes they may beasked to match a Master Word to adefinition. Sometimes they may bechallenged to answer “Yes” or “No” toquestions about the Master Words. This isan excellent and varied exercise thatdemands different ways of looking at andthinking about the Master Words. Again,you may want to discuss with students thefocus of this exercise before they beginworking independently.

Exercise 7: Word PlayIn Exercise 7, the final exercise, students

use the Master Words to solve a variety ofpuzzles and to play games. Acrostics,crossword puzzles, and other activities areoffered. There are also more unusual puzzlesthat challenge students to draw as well as towrite and even to decode pig Latin. Studentsmay also be invited to write using some oftheir newly acquired vocabulary.

The Review LessonsThere are four review lessons in this

book—lessons 5, 10, 15, and 20. Theselessons test students’ mastery of MasterWords from the previous four lessons.Students are asked to complete threedifferent types of tests in each reviewlesson. The review lessons will help youpinpoint any words that your students stillneed to master.

from The True Story of the 3 Little Pigsby Jon Scieszka

The Big Bad Wolf thinks something iswrong with the way the three pigs told the story. . . .

Everybody knows the story of the ThreeLittle Pigs. Or at least they think they do.But I’ll let you in on a little secret. Nobodyknows the real story, because nobody hasever heard my side of the story.

I’m the wolf. Alexander T. Wolf.You can call me Al.I don’t know how this whole Big Bad

Wolf thing got started, but it’s all wrong.Maybe it’s because of our diet.Hey, it’s not my fault wolves eat cute

little animals like bunnies and sheep andpigs. That’s just the way we are. Ifcheeseburgers were cute, folks wouldprobably think you were Big and Bad, too.

112 © Perfection Learning® No reproduction permitted. LESSON 17 • Vocabu-Lit Book B

Lesson 17 Exercise 1 Read Below is part of a story you maybe familiar with. It is the story of the three little pigs.This time the wolf is telling the story his way. What isdifferent about his story? As you read, think about theMaster Words in bold type.

diet

everybody

fault

mind

neighbor

probably

secret

sneeze

straw

terrible

Master Words

But like I was saying, the whole Big Bad Wolfthing is all wrong. The real story is about a sneezeand a cup of sugar.

LESSON 17 • Vocabu-Lit Book B © Perfection Learning® No reproduction permitted. 113

Way back in Once Upon a Time time, I was makinga birthday cake for my dear old granny.

I had a terrible sneezing cold. I ran out of sugar.So I walked down the street to ask my neighbor

for a cup of sugar. Now this neighbor was a pig. Andhe wasn’t too bright, either. He had built his wholehouse out of straw. Can you believe it? I mean whoin his right mind would build a house of straw?

1. diet

2. everybody

3. fault

4. mind

5. neighbor

6. probably likely

a person who lives in a house near yours

the part of you that thinks, feels, and remembers

something you are to be blamed for

every person, all people

the foods you eat most of the time


Exercise 2 Define Use the dictionary at the backof this book to write a definition for each Master Wordbelow.


7. secret

8. sneeze

9. straw

10. terrible very bad

parts of plants dried for use on a farm

your nose

a loud, sudden noise made by pushing air out through

something you tell no one or only a few people


Exercise 3 Fill in the Blank Read eachsentence. Fill in the blank with a Master Word.

1. It wasn’t Buddy’s that thestring on the kite broke.

2. Every winter, we put in ourdog’s house to keep him warm.

3. Miko made up her to buy agame with her birthday money.

4. Mr. Gates looked up at the dark sky and said, “It’s

going to rain.”

5. “Please give a napkin,” theteacher told Amy.

6. I went to bed because I had a headache.

terrible

everybody

probably

mind

straw

fault

diet probably

everybody secret

fault sneeze

mind straw

neighbor terrible

Master Words

1. A narrator tells the story.

Yes No

2. It is the wolf ’s birthday.

Yes No

3. The wolf has a cold.

Yes No

4. The wolf is called Al.

Yes No

5. The wolf sells straw.

Yes No

6. A wolf’s diet includes pigs.

Yes No


Exercise 5 Understand Tell whether thesethings happened in the story. Circle Yes or No.

1. diet word #1:

word #2:

2. neighbor word #1:

word #2:

3. secret word #1:

word #2:

4. sneeze word #1:

word #2: Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Answers will vary.

Exercise 4 Write Write two words you think ofwhen you read the following Master Words.

1. If it’s your fault that no one gets to go out for recess,

you may have done something wrong.

your friends would not blame you.

2. If you have only meat in your diet, your friendsmight tell you to eat more

hamburgers.

fruits and vegetables.

3. If your friend tells you a secret, you should

tell all the people you know.

not tell anyone.

4. If you were at a place that had lots of straw, youmight be

at a farm.

in your bedroom.

5. If your teacher says it’s probably going to raintomorrow, you

might put off your trip to the park.

would stay home from school.

X

X

X

X

X


Exercise 6 Choose Your Answer Finish eachsentence below. Put an X next to the correct ending.

Exercise 7 Word Play Fill in the crosswordpuzzle below. Use Master Words. Begin each answer inthe square with the same number as the clue.


C

E

S

R

E

T

1

5

S N E Z E2

E

V

R

Y

B

O

D

Y

ELBI RET3 4

F

A

U

L

T

8

ROHGIE 7

TS A W6

I E T9

R B LBOP 10

M

I

N

D

diet

everybody

fault

mind

neighbor

probably

secret

sneeze

straw

terrible

Master Words

Down1. Something you tell no one

4. All people

5. The part of you that thinks

8. Something you are to beblamed for

Across2. Noise from the nose

3. Very bad

6. Parts of dried plants

7. Person living next door

9. Foods one eats

10. Likely

from Superfudgeby Judy Blume

Peter Hatcher and his younger brotherFudge have a new little sister. Peter is nothappy about her nickname.

By the time she was one month old,everybody was calling her Tootsie. Rightaway I could see that there would beproblems. I tried to warn my mother andfather. “When she goes to school with aname like that, the kids are going to teaseher. They’ll call her Tootsie Roll. Or worse!”

Mom and Dad just laughed. “Oh Peter,you’re so funny.”


Lesson 18Exercise 1 Read The story of Superfudge is told byPeter, a boy not much older than you. As you read thisshort passage from the story, think about his feelingsabout his brother and sister. The words in bold type arethe Master Words you will learn in Lesson 18.

expected

explained

factory

nickname

problems

tease

tough

warn

wondered

worse

Master Words

Only I wasn’t being funny at all. I knewwhat I was talking about. But there wasnothing I could do about it. I had a brothercalled Fudge. And now I had a sister calledTootsie. Maybe what my parents really wantedwas a candy factory. I wondered how come Igot off so easy.

Tootsie was much smaller than I’dexpected, but she was tough. I found thatout when Fudge tried to pull off her toes. “Ijust wanted to see what would happen,” heexplained when Tootsie screamed.

“You must never do that again!” Mom toldhim. “How would you like it if Peter tried topull off your toes?”



Exercise 2 Define Use the dictionary at the back ofthis book to write a definition for each Master Word below.Plurals and words ending in –ed or –s will not be listed. Tofind expected, look under expect. To find explained, lookunder explain. To find problems, look under problem.

1. expected

2. explained

3. factory

4. nickname

5. problems

6. tease to say unkind things to in a joking way, kid

things that need to be figured out

a name used instead of one’s real name

a place where machines make things

gave a reason for

thought would happen


7. tough

8. warn

9. wondered

10. worse even more bad

thought about, tried to understand

to tell someone about a bad thing that might happen

strong, able to fight back


Exercise 3 Fill in the Blank Read eachsentence below. Fill in the blank with a Master Word.

1. That makes baseball bats.

2. My sister tried to me not toeat all that candy, but I didn’t listen.

3. The first movie was bad, but the second movie was

even .

4. Julie a letter from herfriend today, but she didn’t get one.

5. Don’t me about my glasses.

6. I helped Joe with his math .problems

tease

expected

worse

warn

factory

expected tease

explained tough

factory warn

nickname wondered

problems worse

Master Words


Exercise 4 Write Finish the story below. Use threeor more Master Words in your story.Answers will vary but should include three or more Master Words.

Once upon a time, there was a girl who wanted toknow how everything worked.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________


Exercise 5 Understand Write the Master Wordthat best finishes each sentence below.

expected tease

explained tough

factory warn

nickname wondered

problems worse

Master Words

1. Peter didn’t like the his parents gave his little sister.

2. He said kids would her about it.

3. He said they might call hernames than Tootsie Roll.

4. Fudge that he pulledTootsie’s toes “to see what would happen.”

5. Peter why he didn’t have anickname like Fudge or Tootsie’s.

6. Tootsie was small but .tough

wondered

explained

worse

tease

nickname


Exercise 6 Find Similarities How are thewords in each group below alike? Write the Master Wordthat tells the similarity.

Example: being lost sickness no friends

Things that are problems

1. Stop! Do Not Enter Stay Left

Words that

2. automobiles radios candy

Things that are made in a

3. birthday parties holidays fun trips

Things that are happily

4. lost lunch money forgotten homework a bad cold

Things that cause problems

expected

factory

warn

Exercise 7 Word Play The letters in the MasterWord tease can be used to make the word seat. Make fournew words from tease.

tease

1. 2.

3. 4. teaease

eatsea

Accept all words made from tease.

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Book B - Perfection Learning